Amanda H. Blair, PhD

Let's be honest: teaching is the best part of the job. That being said, the basic goals for students in any of my classes are (1) to be able to critically, yet productively interrogate the course material, (2) to be able to articulate their understanding of the material to different audiences; and (3) to focus their research on observable, real-world problems. I see these three goals as essential stepping stones for students to develop the skills they need to achieve their academic and career goals. Situating theoretical constructs in real-world contexts cultivates students’ intellectual curiosity and embodies them with a sense of social justice necessary for experiential learning.

In order to accomplish these goals, I think it is essential for the classroom to be a space that is safe, inclusive, and respectful of the diverse experiences and skill sets students bring to the table. With this in mind, in my classes I ask students to generate a set of guidelines necessary for a productive, critical, and civil discussion. By doing so, we create an environment where students take risks necessary for learning. In addition to discussion guidelines, I provide students with multiple opportunities to engage with the course content, through traditional written assignments, interactive exercises, and in small discussion groups. For example, I assign students weekly blog posts to get them acclimated to questioning and synthesizing readings, and to encourage them to develop questions and identify gaps in the readings. If students struggle with in-class participation, I introduce ideas they have already articulated in their blog posts into class discussion and ask them to elaborate. This gives students the much-needed confidence to deliberate their ideas with their peers.

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